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Articles 1 - 8 of 8
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Variedades. Second Edition. Intermediate/ Advanced Spanish Conversation, Carmela V. Mattza
Variedades. Second Edition. Intermediate/ Advanced Spanish Conversation, Carmela V. Mattza
Faculty Publications
VARIEDADES. Second Edition. Intermediate/ Advanced Spanish Conversation is a textbook for the student at the intermediate / advanced intermediate level. Through audiovisual activities, the student is expected to put their previous knowledge into practice and improve their ability to understand, write, listen, and speak in Spanish. VARIEDADES offers communicative activities that can be easily adapted into courses of different levels. In addition, it offers an appendix of activities with films and a Spanish grammar section that by subject directs the student to electronic databases that are freely accessible or are part of the Open Access platform.
Truly, Madly, Deeply: Adverbs And Ells, Kristin Lems
Truly, Madly, Deeply: Adverbs And Ells, Kristin Lems
Faculty Publications
In this issue’s column focusing on adverbs and English language learners, columnist Kristin Lems explores some of the basic but not-so-obvious features about adverbs that readers and writers need to learn in order to take advantage of these powerful levers of language. The odds are very good that your native English speakers will also benefit from this information—and you might learn a thing or two as well.
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Faculty Publications
Sociolinguistic research has yet to comprehensively address changes in the second language mediated identity, or second language identity (L2I), of English as a second language (ESL) students that take place as a result of traveling abroad and experiencing English in authentic circumstances. First, this study provides an outline of L2I and proposes a framework for evaluating L2I in authentic contexts (i.e. in a country where the target language is the primary means of communication). Second, personal narratives, formal reports, and observed classroom comments of international graduate teaching assistants (ITAs), who were placed in a required English Speaking course as a …
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Faculty Publications
Sociolinguistic research has yet to comprehensively address changes in the second language mediated identity, or second language identity (L2I), of English as a second language (ESL) students that take place as a result of traveling abroad and experiencing English in authentic circumstances. First, this study provides an outline of L2I and proposes a framework for evaluating L2I in authentic contexts (i.e. in a country where the target language is the primary means of communication). Second, personal narratives, formal reports, and observed classroom comments of international graduate teaching assistants (ITAs), who were placed in a required English Speaking course as a …
Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim
Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim
Faculty Publications
Many Korean scholars rely on language professionals for preparing English manuscripts. So far, little has been reported on how Korean scholars utilize them and how they perceive various types of help received. This study examines how Korean scholars utilize for-pay editors and translators, and how they perceive various types of textual modifications incurred in the process, based on the data obtained through a survey completed by 88 Korean faculty from three universities. Half of the participants received proofreading help from for-pay editors, and fewer participants received help with translation. They held widely differing views on ethicality concerning scenarios that involved …
Scholarly Publishing In Korea: Language, Perception, Practice Of Korean University Faculty, Eun-Young Julia Kim
Scholarly Publishing In Korea: Language, Perception, Practice Of Korean University Faculty, Eun-Young Julia Kim
Faculty Publications
This study reports how internationalization of academic knowledge is reflected in the language choice of Korean academic journals across disciplines and examines perceptions and practices of eighty two faculty from various disciplines at three Korean universities concerning publishing in English journals. The results indicate that natural science has the highest percentage of English-medium journals whereas those in humanities and social science predominantly use Korean as a medium of publication. Similar disciplinary patterns are observed in the responses to survey questions about frequency of publication as well as desire and preference for publishing papers in English. The biggest motivation for Korean …
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Faculty Publications
A student at the author’s college pens a racist column on immigration for the school newspaper. Two departments, including the author’s, send campus-wide emails denouncing the rhetoric. A firestorm erupts, as much over the emails as over the op-ed. Years later, the student visits the author unannounced.
Predictors Of College Adjustment And Success: Similarities And Differences Among Southeast-Asian Americans, Amy Strage
Predictors Of College Adjustment And Success: Similarities And Differences Among Southeast-Asian Americans, Amy Strage
Faculty Publications
The role of students' family backgrounds and rapport with instructors and peers as predictors of five indices of the adjustment and success were examined, for a cohort of 150 Southeast-Asian-American, Hispanic and White college students. Ethnic differences emerged for nearly all predictor and outcome measures. Discussion of these patterns includes consideration of the origins of a learned-helpless profile characteristic of many of the Asian-American students and of a mastery orientation characteristic of many of the Hispanic and White students.